Students will be introduced to a variety of experiences that explore a range of two-dimensional and/or three-dimensional media, processes and techniques. Students will explore the use of drawing and mark-making for different purposes; using a variety of methods and media on a variety of scales. Students will present work in sketchbooks/workbooks/journals to underpin their work where appropriate. Students will explore relevant images, artefacts and resources relating to a range of art, fashion and design, from the past and from recent times, including European and non-European examples. This will be integral to the investigating, developing and making processes. Students’ responses to these examples will be evidenced through practical and critical activities that demonstrate their understanding of different styles, genres and traditions. Students will be encouraged to develop more autonomy and higher level thinking skills as knowledge and confidence increase over the course of study. Students will be required to demonstrate skills in all of the following: Awareness of the elements of textile design, such as shape, line, scale, colour, texture, pattern, contrast and/or repetition in relation to the chosen area(s) of textile design. Awareness of the intended audience or purpose for their chosen area(s) of textile design. Ability to respond to an issue, concept or idea, working to a brief or answering a need in the chosen area(s) of textile design. Appreciation of the relationship of form and function and, where applicable, the constraints of working to a brief. Understanding of a variety of textile methods, such as: fabric printing, mono-printing, relief printing, screen printing and laser printing; tie-dye and batik; spraying and transfer; fabric construction; stitching, appliqué, patchwork, padding, quilting and embroidery. Students must show knowledge and understanding of: Relevant materials, processes, technologies and resources. How ideas, feelings and meanings can be conveyed and interpreted in images and artefacts created in the chosen area(s) of textile design. Historical and contemporary developments and different styles and genres. How images and artefacts relate to social, environmental, cultural and/or ethical contexts. Continuity and change in different styles, genres and traditions relevant to textile design. A working vocabulary and specialist terminology that is relevant to their chosen area(s) of textile.
Minimum of five GCSEs (or equivalent) with grades 4-9 (A*-C). This must include at least four full course GCSEs. Grade 5 in GCSE Textiles or Product Design or grade 5 in Art
Component 1: Personal Investigation · No time limit · 96 marks · 60% of A-level Students are required to conduct a practical investigation, into an idea, issue, concept or theme, supported by written material. The focus of the investigation must be identified independently by the student and must lead to a finished outcome or a series of related finished outcomes. Component 2: Externally Set Task · Preparatory period + 15 hours of supervised time · 96 marks · 40% of A-level Question papers (8 starting points) set by AQA and released to students on or after 1 February *Non-exam assessment (NEA) set and marked by the center and moderated by AQA during a visit to the center in June of the examination year.
About Education Provider
| Region | North West |
| Local Authority | Cheshire East |
| Ofsted Rating | Good |
| Gender Type | Co-Educational |
| Address | Holly Road, Wilmslow, SK9 1LZ |
Students will be introduced to a variety of experiences that explore a range of two-dimensional and/or three-dimensional media, processes and techniques. Students will explore the use of drawing and mark-making for different purposes; using a variety of methods and media on a variety of scales. Students will present work in sketchbooks/workbooks/journals to underpin their work where appropriate. Students will explore relevant images, artefacts and resources relating to a range of art, fashion and design, from the past and from recent times, including European and non-European examples. This will be integral to the investigating, developing and making processes. Students’ responses to these examples will be evidenced through practical and critical activities that demonstrate their understanding of different styles, genres and traditions. Students will be encouraged to develop more autonomy and higher level thinking skills as knowledge and confidence increase over the course of study. Students will be required to demonstrate skills in all of the following: Awareness of the elements of textile design, such as shape, line, scale, colour, texture, pattern, contrast and/or repetition in relation to the chosen area(s) of textile design. Awareness of the intended audience or purpose for their chosen area(s) of textile design. Ability to respond to an issue, concept or idea, working to a brief or answering a need in the chosen area(s) of textile design. Appreciation of the relationship of form and function and, where applicable, the constraints of working to a brief. Understanding of a variety of textile methods, such as: fabric printing, mono-printing, relief printing, screen printing and laser printing; tie-dye and batik; spraying and transfer; fabric construction; stitching, appliqué, patchwork, padding, quilting and embroidery. Students must show knowledge and understanding of: Relevant materials, processes, technologies and resources. How ideas, feelings and meanings can be conveyed and interpreted in images and artefacts created in the chosen area(s) of textile design. Historical and contemporary developments and different styles and genres. How images and artefacts relate to social, environmental, cultural and/or ethical contexts. Continuity and change in different styles, genres and traditions relevant to textile design. A working vocabulary and specialist terminology that is relevant to their chosen area(s) of textile.
Minimum of five GCSEs (or equivalent) with grades 4-9 (A*-C). This must include at least four full course GCSEs. Grade 5 in GCSE Textiles or Product Design or grade 5 in Art
Component 1: Personal Investigation · No time limit · 96 marks · 60% of A-level Students are required to conduct a practical investigation, into an idea, issue, concept or theme, supported by written material. The focus of the investigation must be identified independently by the student and must lead to a finished outcome or a series of related finished outcomes. Component 2: Externally Set Task · Preparatory period + 15 hours of supervised time · 96 marks · 40% of A-level Question papers (8 starting points) set by AQA and released to students on or after 1 February *Non-exam assessment (NEA) set and marked by the center and moderated by AQA during a visit to the center in June of the examination year.